Transforming extensive reading lessons

Transforming extensive reading lessons

改造廣泛閱讀課堂

• Sachs, Gertrude Tinker City University of Hong Kong

New Horizons: The Journal of Education, Hong Kong Teachers' Association, (43), 78-90, 2001

Hong Kong

Hong Kong Teachers' Association

2001

• G 課程與教學:個別教學範疇
  • GB 英文
    • GBD 閱讀理解之教學方法效果、字彙教學

• Hong Kong

• 1997.7 onwards

• 小學教育
• 中學教育

Extensive Reading (also known as ERS or the Extensive Reading Scheme) in many Hong Kong schools is viewed, organised and promoted in very narrow and limiting terms. Traditionally, ERS is enacted in the selection and reading of a book followed by the completion of the relevant book card. This paper challenges the prevailing paradigm and encourages teachers to transform their ERS lessons by adopting approaches that will activate and enhance pupils' engagement with the ERS books and ultimately reap long term benefits in EFL/ESL learning. These approaches include making the aesthetic and affective dimension integral to ERS as well as the promotion and adoption of a Vygotskyian social interaction framework in the structure and design of the activities. A description, examples and illustrations of the activities to promote the two approaches are provided for classroom practitioners.
在香港, 學校對於廣泛閱讀計劃 (又作ERS) 的看法、編排及推廣, 各方面仍停留在很狹窄的層面。傳統上, 所謂的ERS, 是先取出書本, 然後閱讀圖書, 最後把有關的資料填在圖書咭上。這文章的目的是挑戰現有的模式, 並鼓勵老師對他們的廣泛閱讀課堂作出改變, 採用不同的方法務求令學生投入於廣泛閱讀的書本中, 以便最終能為學生帶來在英語學習上的長遠得益。這些方法包括: 1) 在課堂活動中加入ERS 固有的美學及情感的原素。2) 採用並推廣Vygotsky 理論中互動社會作用的構想。本文將會就上述兩個方法, 加以詳細描述, 並舉出一些活動和例子, 以供老教師參考。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

• 英文

期刊論文

• 16831381

https://bibliography.lib.eduhk.hk/tc/bibs/6e85f092

2010-12-02